2014-2015 ELA First Grade Teacher Guidance Document

2014-2015 English Language Arts
TEACHER GUIDANCE DOCUMENTS

Grade 1
Unit Designs
Curriculum Maps
Writing Lessons
Performance Tasks 1-3
Writing Rubrics
ELA Pyramid of Interventions
The mission of Richmond County School System

is to educate students to become
lifelong learners and productive citizens.
Page|1
2014-15 English Language Arts

Grade 1 Table of Contents
Document
Sample Schedule
Page
3
Unit Designs/Curriculum Maps

Unit 1 Design
Unit 1 Curriculum Map-Weeks 1-4
Unit 2 Design
Unit 3 Design
Unit 4 Design
Unit 5 Design
Unit 6 Design
Unit 7 Design
Unit 8 Design
4-19
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Writing Lesson Plans-Weeks 1-37
20-30
Narrative Performance Task 1 (Due December 5, 2014)

Backward Design Lesson Plans
Performance Task 1 with Rubrics
Writing Rubric
31-41
31-36
37-40
41
Informational Performance Task 2 (Due February 20, 2015)

Writing Rubric
42-50
42-45
46-49
50
Opinion Performance Task 3 (Due April 12, 2015)

Writing Rubric
ELA Pyramid of Interventions
First Grade Sight Word Inventory
51-58
51-53
54-57
58
59
60
Additional Lesson Plan Ideas & Resources by Standard on eChalk
Page|2
Sample Daily Schedule

Reading-120 minutes
Activity
Whole Group-Mini Lesson
(The teacher explains the standard and demonstrates how
to apply the standard. The teacher will think aloud to
model the process she/he uses when reading.)
Whole Group-Performance Task

Instruction Mini Lesson
Time Allotted
15-20 minutes
15-20 minutes
(Teacher models standards in the performance task.)
At times, the mini reading lesson and the performance task instruction mini lesson may be
taught together depending on the focus standards.
Differentiated Small Groups
*At the teacher station, the teacher gathers a small group
of readers who are able to read similar texts with support.
A phonics skill is taught, usually by demonstrating it and
then readers are scaffolded as they try that skill. A text is
then introduced and the teacher observes while students
whisper, partner or choral read. A reading strategy is
demonstrated with their reader and again the teacher will
scaffold students as they try that strategy, helping them to
become independent with it. )
*In the student stations, the students independently, with
partners, or small groups try to apply the strategies being
taught on their own.
80 minutes
Assessment
10 minutes
(Daily formative and summative assessments, progress
monitoring, ticket out the door..)
Assessment can be included throughout small groups. It is intended to be included throughout the
lesson and not always used at the end of a lesson or end of the week.
Writing 30 minutes (outside the Reading block)
Mini Lesson
10 minutes
(Teacher models the writing standard.)
Writing Time
(Students practice, teacher conferences and assists.)
20 minutes
Intervention 30 minutes (outside the Reading block)

Extended Text is an extended work of literature or informational text, depending on the focus of the
unit. It is text that is to be revisited throughout the unit and is aligned with the standards for that
grade. It is expected that the text be read aloud to students in grades K-1. In grades 2-5, at times the
text will be read aloud while other times students will perform a close reading.
Connected Texts are thematical texts that are both short and long.
Page|3
Unit 1
Literary
4 Weeks
First Nine Weeks
Sample reading lesson plans have been written for the first four
weeks of Unit 1 and can be located on eChalk. These lesson plans
have been aligned to the first grade curriculum map.
The Backward Design daily mini-lessons for the narrative
performance task will start week 8.
The first 30 days of writing will be taken from the book, Making
Sense of the Writers Workshop. Narrative writing begins week 7.
The high frequency words listed on the curriculum map are intended
for mastery. Other high frequency words may be taught according to
student needs.
Unit Essential Questions

*How can talking about important parts of the story help us understand the books we read?
*How can we write a story about something that happened in our lives?
*How can talking to our friends about our writing help us make it better?
*How can gathering and remembering information help us in our writing?
*How can we learn about topics and books by talking to our classmates?
*How do we share with our classmates in a way that they will understand and enjoy what we want to say?
*Why is it important for me to use capital letters and punctuation when writing?
*How can we use the new words we have learned?
Required and Suggested Literature: Connection - Animals

Extended Text
3 Billy Goats Gruff (Unit 2, Benchmark Big Book)
Suggested Texts
A Very Rare Cow (Unit 2, Benchmark Anchor Poster)
The Ants and Their Plants (Unit 2, Benchmark Anchor Poster)
Connected Short Texts
The Hungry Fox (Unit 2, Benchmark LR)
Sam, Come Back! (Unit 1, RS)
Sam Finds the Way (Unit 2, Benchmark LR)
Old McDonalds Noisy Farm (Unit 1, Benchmark Reader's Get the Egg (Unit 1, RS)
Theatre)
Pig in a Wig (Unit 1, RS)
The Crow and the Pitcher (Unit 4, Benchmark Anchor
Giggle Giggle Quack by Doreen Cronin
Poster)
Click Clack Moo by Doreen Cronin
Poem: The Dentist and the Crocodile by Roald Dahl
A Party for Rabbit (Unit 4, Benchmark LR)
http://www.npr.org/2005/12/16/5058489/poetry-speaks- (Additional suggested titles about animals may be found in your school or
to-children
local library and may be used at your discretion)
Page|4
Unit 1 Curriculum Map

The standards identified each week are the instructional focus during that specific week. After the instructional focus,
these standards should be integrated and assessed throughout the nine weeks and the year.
Week 1
Week 2
Week 3
Week 4
Literary
1RL7
Use illustrations and
details to describe
characters, setting, or
events
1RL3
Describe characters, settings, and
major events in a story, using key
details
1RL1
Ask and answer questions about
key details in a text
1RL2
Retell stories including
details and demonstrate
understanding of their
central message or lesson
Foundational
Letter
Identification
Phonological
Awareness
Recognize/
Manipulate
sounds orally
Phonics
High
Frequency
Words
Writing
Speaking &
Listening
Language
Aa-Zz
Rhyming
Discriminate rhymes in
context
(Listen to poems,
nursery rhymes, and
find the rhymes.)
Rhyming
Produce Rhymes
(Repeat rhyming words spoken by
a teacher. Produce a word that
rhymes with a given word.)
Alliteration
Identify alliteration in
words/sentences
Review all letter sounds

Short a
Short e
Short i
Segmentation and
Syllable Awareness
Segment sentences.
Segment words into
syllables
Onsets/Rimes
Blending and
Segmentation
/m/ /ice/-mice
Short o
Sight word review

Frys List 1A & 1B
Fry 100 Sight Word
Pretest
Sight word review

Frys List 1C & 1D
http://lc2.boe.loga.k12.wv.us/buffalo
/Fry%20Word%20Lists.html
Frys List 1E
there, use, and , each
http://lc2.boe.loga.k12.wv.us/buffalo
/Fry%20Word%20Lists.html
Segmentation and Syllable

Awareness
Differentiate between spoken
words and sentences
Frys List 1E
which, she, do, how
1W5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add
details to strengthen writing as needed
1SL1a Follow agreed upon rules for discussion (e.g., listening to
others with care, speaking at one time about the topics and texts
under discussion)
1SL6 Produce complete sentences when appropriate to task and
situation
1SL5 Add drawings or other visual displays to descriptions when

appropriate to clarify ideas, thoughts, feelings
1L1k
Prints with appropriate spacing between words and
sentences
1L1a
Capital letters at the beginning of a
sentence
Review nouns and verbs
Introduce pronouns
1L2b
Ending punctuation
(mainly focus on telling
sentences)
Introduce adjectives
Page|5
Unit 2
Informational
5 Weeks
First Nine Weeks
Sample reading lesson plans have been written for the first 4 weeks of Unit 2 and can
be located on eChalk. These lesson plans have been aligned to the first grade
curriculum map.
The Backward Design daily mini-lessons for the narrative performance task will start
week 8 and continue through week 15.
The first 30 days of writing will be taken from the book, Making Sense of the Writers
Workshop. Narrative writing begins week 7.
The high frequency words listed on the curriculum map are intended for mastery.
Other high frequency words may be taught according to student needs.

*How can talking about the nonfiction books we read help us learn new things?
*How can we work together to create writing projects?
*What tools can we use to publish our writing?
*What strategies can we use to help us figure out what an unknown word or phrase means?
*Where do we use capital letters and punctuation when writing?
*How do we use letters and letter sounds to spell unknown words in our writing?
*How can the relationships between words help us understand their meanings?

Extended Text
Habitats Around the World (Unit 1, Benchmark Big Book)
Cat Care (Unit 6, Benchmark Anchor Poster)
The Life Cycle of a Butterfly (Unit 3, Benchmark Big Book)
Watch a Frog Grow (Unit 3, Benchmark LR)
Poetry: New Lambs by Amy Ludwig VanDerwater
http://www.poemfarm.amylv.com/2010/05/mypowriye53-birth-announcement.html
Suggested Texts
This Fox and That Fox (Unit 1,RS On Level LR)
What Animals Do You See? (Unit 1, RS On Level LR)
Baby Animals of the Rain Forest (Unit 1, RS, Advanced LR)
They Help Animals (Unit 1, RS On-level LR)
Ducklings Grow Up (Unit 3, Benchmark Poster)
Butterflies and Moths (Unit 8, Benchmark Poster)
Monkeys and Apes (Unit 8, Benchmark Poster)
A Pair of Babies (Unit 1, Benchmark LR)
(Additional suggested titles about animals may be found in your school or
Page|6

The standards identified each week are the instructional focus during that specific week. After the instructional focus, these
standards should be integrated and assessed throughout the nine weeks and the year.
Week 5
Week 6
Week 7
Week 8
Week 9
Informational
1RI2
Identify main topic and
retell key details of a text
1RI7
Use the illustrations and
details in a text to describe
its key ideas
1RI2
Identify main topic and
retell key details of a text
Aa-Z z
Phoneme Isolation
Recognize and pronounce
initial sounds in words.
Phoneme Blending
Blend all the sounds in two
and three phoneme words
/
Phoneme Isolation
Recognize and
pronounce final sounds
in words
Phoneme Blending
Blend all the sounds in
two and three phoneme
words
1RI1
Ask and answer questions
about key details in a text
1RI5
Know and use various text
features to locate key facts
or information in a text.
1RI7
Use the illustrations
and details in a text to
describe its key ideas
Foundational
Letter ID
Phonological
Awareness
Phonics
High
Frequency
Words
Narrative
Writing
Speaking &
Listening
Language
/
Phoneme Isolation
Recognize and pronounce
medial sounds in words
Phoneme Blending
/
Phoneme
Categorization
Recognizing the word in
a set of three or four
words that has the
odd sound
Phoneme Blending
two and three phoneme
words
Short u
Final ck; x
Hard and soft c and g
Beginning blends
Beginning blends
bl, cl, pl
dr, fr, tr
Frys List 1E/F
Frys List 1F
Frys List 1F
Frys List 1G
Frys List 1G
their, will, up, if
other, about, out, many
then, them, these, so
some, her, would, make
like, him, into, time
Frys test assessment list
1A-G
1W5 With guidance and support from adults, focus on 1W3 Write narratives in which they recount two or more appropriately sequenced
a topic, respond to questions and suggestions from
events, include some details regarding what happened, use temporal words to signal
peers, and add details to strengthen writing as needed
event order, and provide some sense of closure
1W5a Prewriting (graphic organizers)
1Sl4 Describe people, places, things, and events with relevant details expressing ideas and feelings clearly
1L1a
1L1a
Capital Letters at
Capital Letters at beginning of sentences
beginning of sentences
1L2b
1L2b
Ending punctuation; period, question mark, and
Ending punctuation;
exclamation mark
period & question mark
Review nouns, pronouns, verbs, and adjectives
/
Phoneme
Identification
Recognizing the same
sounds in different words.
(What sounds do you hear
in the words: cat, cup? /c/
Phoneme Blending
1L1b
Common and proper
nouns
1L2a
Capitalize dates and
names of people
1L2d
Irregular spelling words
1L2a
Capitalize dates and
names of people
Page|7
Unit 3
Literary
5 Weeks
Second Nine Weeks
The Backward Design daily mini-lessons and narrative writing continues

through week 15.
The first performance task will be due on December 5, 2014 (week 16).
The high frequency words listed on the curriculum map are intended for
mastery. Other high frequency words may be taught according to student
needs.
Several narrative writing samples during the nine weeks should be scored
with the writing rubric and included in the ELA/Math folder (week 16).

*How can we use the pictures and details in our stories to describe characters, setting, or events?
*How can we write a nonfiction piece about something we know about?
*How can asking and answering questions about books or things we learn help us have a better understanding of them?
*How do we use different parts of speech correctly in order for others to understand our writing and speaking?
Required and Suggested Literature: Connection Changes

Extended Text
Frog and Toad Together The Garden (Unit 3, RS)
An Egg is an Egg (Unit 3, RS)
A Summer Day (Unit 9, Benchmark Anchor Poster)
See You in the Spring (Unit 4, Benchmark LR)
Poem: Moving from New York (RS Phonics Songs and
Rhyme Chart 15)
Suggested Texts
Ready for Fall (Unit 7, Benchmark LR)
Caterpillar Cant Wait (Unit 7, Benchmark LR)
Ruby in her Own Time (Unit 3, RS)
A Big Move (Unit 3, RS Below-level LR)
Animals Grow and Change (Unit 3, RS Below-level LR)
Not Just Any Boy (Unit 3, RS On-level reader)
The Little House by Virginia Lee Burton
First Grade Stinks by Mary Ann Rodman
Emilys First 100 Days of School by Rosemary Wells
(Additional suggested titles about changes may be found in your school or
Page|8

The standards identified each week are the instructional focus during that specific week. After the instructional
focus, these standards should be integrated and assessed throughout the nine weeks and the year.
Week 10
Week 11
Week 12
Week 13
Week 14
Literary
1RL4
1RL6
1RL9
1RL9
Identify words and
Identify who is telling
Compare and contrast
phrases in stories or
the story at various
the adventures and
the adventures and
poems that suggest
points in a text
experiences of characters
experiences of
feelings or appeal to the
in stories
characters in stories
senses
1RL10 With prompting and support, read prose and poetry of appropriate complexity for grade one
1RL5
Explain major
differences between
books that tell stories
and books that give
information
Foundational
Phonological
Awareness
Phonics
High
Frequency
Words
Narrative
Writing
Speaking &
Listening
Language
Phoneme Blending
four phoneme words
containing consonant
blends
Phoneme
segmentation
Break words into separate
sounds
Beginning blends
sl, sn, sw
Frys List 1G/H
has, look, two, more
Phoneme Blending
two, three, and four
phoneme words
(including consonant
blends)
Phoneme
segmentation
Break words into
separate sounds
Final blends
st, nd, nk
Frys List 1H
write, go, see, number
Phoneme Blending
words
blends)
Phoneme
segmentation
Break words into
separate sounds
Final blends
mp, ld, ft
Frys List 1H
no, way, could, people
Phoneme Deletion
(What word do you get
if you take the /s/
away from slap? Lap)
Phoneme Blending
phoneme words
digraphs)
Diagraphs
sh, th
Frys List 1I
my, than, first, water
Phoneme Addition
Phoneme Blending
Blend sounds in
words (include
consonant digraphs)
Diagraphs
ch, wh, tch
Frys List 1I
been, called, who, am
1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what
happened, use temporal words to signal event order, and provide some sense of closure
1W8 With guidance and support from adults, recall information from experiences or gather information from provided sources to
answer a question
1SL1b Build on others talk in conversations by responding to the comments of others through multiple exchanges
1SL2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media
1L1d
Pronouns
1L5d
Verbs
1L1f
Adjectives
1L1e
Use verbs to convey a
sense of past, present,
or future
1L1d
Verb and adjective,
shades of meaning
Page|9
Unit 4
Informational
4 Weeks
Second Nine Weeks
The Backward Design daily mini-lessons and narrative writing continues

through week 15.
The first performance task will be due on December 5, 2014 (week 16).
Several narrative writing samples during the nine weeks should be scored with
the writing rubric and included in the ELA/Math folder (week 16).
The Backward Design mini-lessons for the informational performance task
begins week 17.
Informational writing begins week 17.

*How can we use the pictures and details in our stories to describe characters, setting, or events?
*How can we write a nonfiction piece about something we know about?
*How can asking and answering questions about books or things we learn help us have a better understanding of them?
Required and Suggested Literature: Connection Changes

Extended Text
Plants and the Seasons (Unit 8, Benchmark Big Book)
Nothing Stays the Same (Unit 3, RS Below level LR)
Changing Weather (Unit 9, Benchmark LR)
A Life Cycle (Unit 7, Benchmark Anchor Poster)
Poetry: Changing by Amy Ludwig VanDerwater
http://www.poemfarm.amylv.com/2012/01/changing.html
Suggested Texts
Erosion (Unit 1, Benchmark LR)
Growing a Plant (Unit 3, Benchmark LR)
Summer to Fall (Unit 8, Benchmark LR)
Winter to Spring (Unit 8, Benchmark LR)
All About the Weather by Nancy Day (Unit 3, RS Advanced LR)
Seasons Change (Unit 3, RS Below Level LR)
Im a Caterpillar (Unit 3, RS)
It Looked Like Spilt Milk by Charles Shaw
(Additional suggested titles about changes may be found in your school
or local library and may be used at your discretion)
P a g e | 10

Week 15
Week 16
Week 17
Week 18
1RI4
1RI9
1RL3
1RL6
Ask and answer questions to help Identify basic similarities in
Describe the connection between two
Distinguish between
determine or clarify the meaning and differences between two individuals, events, ideas, or pieces of
information provided
of words and phrases in a text
texts on the same topic
information in a text
by pictures or other
Informational
1RI8
illustrations and
Identify the reasons an author
information provided
gives to support points in a text
by the words in a text
1RI10 With prompting and support, read informational text of appropriate complexity for grade one
Foundational
Phonological
Awareness
Long a; -e, ay
Phonics
High
Frequency
Words
Language
Distinguish long from

short vowel sounds in
spoken single-syllable
words
Long e and short e words
Phoneme Manipulation
deletion, addition,
substitution
Long e; ee, ea
Distinguish long from short

vowel sounds in spoken singlesyllable words
Long i and short i words
Phoneme Blending
Blend sounds in words
(include consonant digraphs)
Distinguish long
from short vowel
sounds in spoken
single-syllable
words
Long o and short o
words
Long i; -e, ie
Long o; -e, oa
Students should be able to fluently read CVC words (not sound by sound), phrases, and chunked text
Frys List 1I/J
Frys List 1J
Frys List 1J
Review & Assess: Frys
its, now, find, long
down, day, did, get
come, made, may, part
first 100 sight words
Narrative/
Informational
Writing
Speaking &
Listening
Distinguish long from short

vowel sounds in spoken
single-syllable words
Long a and short a words
Phoneme Substitution
(The word is bug. Change /g/ to
/n/ Whats the word?)
1W3 Write narratives

1W8 Recall information from
experiences or gather
information from provided
sources to answer a question
1W3 Write narratives

Narrative Performance
Task
1W2 Write informative/explanatory texts in which they name a

topic, supply some facts about the topic, and provide some sense
of closure
1W7 Participate in shared research and writing projects (e.g.,
exploring a number of how-to books on a given topic and use
them to write a sequence of instructions)
1SL1c Ask questions to clear up any confusion about the topics and texts under discussion
1L1d
Verb and adjective, shades of
meaning
Review previously taught

standards
1L5a
Sort words into categories (e.g., colors,
clothing) to gain a sense of the
concepts the categories represent
1L5b
Define words by
category and by one or
more key attributes
P a g e | 11
Unit 5
Literary
4 Weeks
Third Nine Weeks
The Backward Design daily mini-lessons and informational writing continues

through week 24.
The second performance task will be due on February 20, 2015 (week 25).
Several informational writing samples during the nine weeks should be scored with
the writing rubric and included in the ELA/Math folder (week 25).
The high frequency words listed on the curriculum map are intended for mastery.
Other high frequency words may be taught according to student needs.

*How are characters and adventures from two different stories alike and different?
*How can we identify who is telling the story in different parts of the books we are reading?
*How can we write an opinion piece on a topic or a book that we have read?
*How can we use different kinds of sentences in our writing and speaking?
Required and Suggested Literature: Connection Communities

Extended Text
Mamas Birthday Present ( Unit 4, RS)
Looking for the Muffin Man (Unit 4, Benchmark Readers
Theatre)
Big Ben Helps the Town (Unit 2, Benchmark LR)
Jans New Home (Unit 3, RS)
Poem: If I could Build a Town
http://www.jologriffin.com/gazillion.cfm?subpage=25700
Suggested Texts
The Farmer in the Hat (Unit 2, RS)
Mayor Mom (Unit 2, RS Advanced LR)
The Kids Care Club (Unit 4, RS On-level LR)
Humpty Dumptys Fall (Unit 5, Benchmark Readers Theatre)
Farm Alarm (Unit 2, Benchmark LR)
Duck for President by Doreen Cronin
My Teacher for President by Kay Winters
Our Community Garden by Barbara Pollak
(Additional suggested titles about communities may be found in your
school or local library and may be used at your discretion)
P a g e | 12

The standards identified each week are the instructional focus during that specific week. After the instructional focus,
these standards should be integrated and assessed throughout the nine weeks and the year.
Week 19
Week 20
Week 21
Week 22
Literary
1RL7
Use illustrations and details
to describe characters,
setting, or events
1RL3
Describe characters, settings,
and major events in a story,
using key details
1RL1
Ask and answer questions
about key details in a text
1RL2
Retell stories including
details and demonstrate
understanding of their
central message or lesson
Foundational
Phonological
Awareness
Phonics
High
Frequency
Words

words
Long o and short o words
Phoneme Blending Blend

all the sounds in two, three,
and four phoneme words
(including consonant blends)
Phoneme segmentation
Break words into separate
sounds

digraphs)
Long u; -e, ue
Y as a vowel (when it makes the

long i or e sound)
Suffixes (inflectional
endings) ed, ing
Suffixes (inflectional
endings) s, es
Students should be able to fluently reading text

Pretest on Frys
Frys list 2A
Frys list 2A/B
second 100 word list
only, little, work, know
place, years, me, live
http://lc2.boe.loga.k12.wv.us/buf http://lc2.boe.loga.k12.wv.us/b
Frys list 2A
falo/Fry%20Word%20Lists.html
uffalo/Fry%20Word%20Lists.h
over, new, sound, take
Frys list 2B
back, give, most, very
http://lc2.boe.loga.k12.wv.us/b
uffalo/Fry%20Word%20Lists.h
tml
tml
1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure
1W7 Participate in shared research and writing projects (e.g., exploring a number of how-to books on a given topic and use them to write
a sequence of instructions)
Informational
Writing
1SL3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that
Speaking &
is not understood
Listening
Language
1L5b
Define words by category
and by one or more key
attributes (e.g., a duck is a
bird that swims; a tiger is a
large cat with stripes)
1L5c
Identify real-life connections between words and their use
1L2e
Spell untaught words
phonetically, drawing on
phonemic awareness and
spelling conventions
P a g e | 13
Unit 6
Informational
5 Weeks
Third Nine Weeks
The Backward Design daily mini-lessons and informational writing continues

through week 24.
The second performance task will be due on February 20, 2015 (week 25).
Several informational writing samples during the nine weeks should be scored
with the writing rubric and included in the ELA/Math folder (week 25).
The Backward Design daily mini-lessons begins week 26.
Opinion writing begins week 26.

*How do the pictures and words in nonfiction books work together to present information?
*How does knowing facts from a nonfiction book help us understand what the author wants us to learn?
*What tools can we use to publish our writing?
Required and Suggested Literature: Connection Communities

Extended Text
Comparing Two Cities (Unit 8, Benchmark LR)
Community Helpers (Unit 1, Benchmark Anchor Poster)
Life in a Suburban Community (Unit 5. Benchmark Big Book)
Neighbors at Work (Unit 5, Benchmark LR)
Poetry: Nobody Knows Where Our Bus Driver Goes
by Jeff Mondak
http://www.jeffspoemsforkids.com/s1.php?id=11
Suggested Texts
Kids Can Have Jobs (Unit 4, Benchmark Anchor Poster)
A Community has Homes (Unit 1, Benchmark LR)
What is a Good Citizen? (Unit 6, Benchmark LR)
Rural Communities (Unit 8, Benchmark LR)
Where People Live (Unit 10, Benchmark LR)
Who Works Here? (Unit 2, RS)
Neighborhoods (Unit 2, RS On Level LR)
Lonis Town (Unit 1, RS Advanced LR)
School Then and Now (Unit 2, RS Advanced LR)
All Kinds of Families (Unit 2, RS On Level LR)
(Additional suggested titles about communities may be found in your
school or local library and may be used at your discretion)
P a g e | 14

Week 23
Week 24
Week 25
Week 26
Week 27
1RI7
1RI2
1RI1
1RI5
1RI5
Use the illustrations
Identify main topic and retell
Ask and answer
Know and use various
Know and use various
and details in a text to
key details of a text
questions about key text features to locate key
text features to locate
Informational
describe its key ideas
details in a text
facts or information in a
key facts or
text
Foundational
Phonological
Awareness
Decode two-syllable
words following
basic patterns by
breaking the words
into syllables

(including consonant blends)
Decode twosyllable words

following basic
patterns by
breaking the words
into syllables
Phonics
Suffixes
er, est
Prefixes
re, un
2 syllable words
ending in ly
Rhyming
Produce rhymes
(Repeat rhyming words
spoken by a teacher.
Produce a word that
rhymes with a given
word)
2 syllable words ending
in ty
Phoneme Blending
phoneme words
digraphs)
2 syllable words
ending in le
High
Frequency
Words
Informational/
Opinion
Writing
Speaking &
Listening
Language
Frys list 2B
after, thing, our, just
Frys list 2C
name, good, sentence, man
1W2 Write informative/explanatory texts in which they

name a topic, supply some facts about the topic, and
provide some sense of closure
1W7 Participate in shared research and writing projects
(e.g., exploring a number of how-to books on a given
topic and use them to write a sequence of instructions)
Frys list 2C
think, say, great, where
1W2 Write
informative/
explanatory texts
Informative
Performance Task
Frys list 2C/D

help, through, much,
before
Frys list 2D
line, right, too, means
Fry 2nd 100 Sight word
test assessment list 2AC
1W1 Write opinion pieces in which they introduce
the topic or the name of the book they are writing
about, state an opinion, supply a reason for the
opinion, and provide some sense of closure
1W6 With guidance and support from adults, use a
variety of digital tools to produce and publish
writing, including in collaboration with peers
Review Speaking and Listening Standards

1L1h Use determiners
(e.g., articles,
demonstratives)
1L1g Use frequently

occurring conjunctions (e.g.,
and, but, or, so, because)
Review previously
taught standards
1L1j Produce and expand complete simple and

compound declarative, interrogative, imperative,
and exclamatory sentences in response to
questions and prompts
P a g e | 15
Unit 7
Literary
5 Weeks
th
4 Nine Weeks
The Backward Design daily mini-lessons and opinion writing

continues through week 30.
The third performance task will be due on April 2, 2015 (week
31).
Several opinion writing samples during the nine weeks should be
scored with the writing rubric and included in the ELA/Math
folder (week 31).
Journal writing begins week 32.

*How are characters and adventures from two different stories alike? How are they different?
*How can we identify who is telling the story in different parts of the books we are reading?
*How can we work with our teacher to read books that are just right?
*How can we learn about topics and books by talking to our classmates?
*What rules do we follow while doing this?
Required and Suggested Literature: Connection Needs and Wants

Extended Text
Baa Baa Black Sheep Sells Her Wool (Unit 3,
Benchmark Readers Theatre)
A Trip to the Market (Unit 3, Benchmark LR)
Can we have a Pet? (Unit 7, Benchmark Anchor
Poster)
Martas Cupcake Problem (Unit 5, Benchmark LR)
Poem: I Want, I Need
http://www.poetryfoundation.org/poem/176178
Suggested Texts
A Yard Sale (Unit 2, Benchmark LR)
The Race to Recycle (Unit 4, Benchmark LR)
Jakes Dreams (Unit 5, RS Advanced LR)
A Chair For My Mother by Vera Williams
Do I NEED It? or Do I WANT It? Making Budget Choices by Jennifer S. Larson
The Difference Between Needs and Wants Discovery Education
Great Minds Think: A Kids Guide to Money:
https://www.clevelandfed.org/Learning_Center/Online_Activities/great_minds_t
hink/Great_Minds_Think.pdf
(Additional suggested titles about needs and wants may be found in your school or
P a g e | 16

Week 28
Week 29
Week 30
Week 31
Week 32
1RL4
1RL6
1RL9
1RL9
1RL5
Identify words and phrases Identify who is telling
Explain major
in stories or poems that
the story at various
the adventures and
the adventures and
differences between
suggest feelings or appeal
points in a text
experiences of
experiences of
books that tell stories
Literary
to the senses
and books that give
information
Foundational
Phonological
Awareness
Phonics
High
Frequency
Words
Opinion
Writing
Speaking &
Listening
Language

words
Long and short a and o
Distinguish long
from short vowel
sounds in spoken
single-syllable
words
Long and short e and i
2 syllable compound words

Frys list 2D
old, any, same, tell
Distinguish long
from short vowel
sounds in spoken
single-syllable
words
Long and short u
Phoneme Blending
four and five phoneme
initial and final blends
Phoneme Blending
four and five phoneme
with initial and final
blends
Vowel oo
Dipthong: oi, oy
aw, au

Frys list 2E
Frys list 2E
Frys list 2E/F
boy, following, came,
show, also, around,
three, small, set, put
want
farm
1W1 Write opinion pieces in which they introduce the topic or the name of the
book they are writing about, state an opinion, supply a reason for the opinion,
and provide some sense of closure.
1W6 use a variety of digital tools to produce and publish writing
1SL1 Participate in collaborative conversations with diverse partners about
grade one topics and text with peers and adults in small and larger groups
1SL6 Produce complete sentences when appropriate to task and situation
1L1i
Use frequently occurring
prepositions
1L4a
Use sentence-level context
as a clue to the meaning of a
word or phrase
1L1g
conjunctions
1L2c
Use commas in dates and
to separate single words
in a series
1L6
Use words and
phrases acquired
through conversations,
reading, being read to,
and responding to
Frys list 2F
end, does, another, well
1W1 Write opinion

1W7 Participate in
pieces
shared research and
Opinion
writing projects
Performance Task
1SL3 Ask and answer questions about what a
speaker says in order to gather additional
information or clarify something that is not
understood
1L4C
Identify frequently
occurring root words
1L4b
affixes as a clue to the
meaning of a word
P a g e | 17
Unit 8
Informational
4 Weeks
Fourth Nine Weeks
Journal writing continues through week 37.

ELA/Math folder needs to be updated by the end of the year for all
students.
Several writing samples should be scored with the writing rubric
and included in the ELA/Math folder (week 37).
The high frequency words listed on the curriculum map are
intended for mastery.

*How can talking about the nonfiction books we read help us learn new things?
*How are two books about the same topic the same? How are they different?
*How can we work with our teacher to read books that are just right?
Required and Suggested Literature: Connection Needs and Wants

Extended Text
Needs: Past and Present (Unit 6, Benchmark Big Book)
Our Money (Unit 6, Benchmark Anchor Poster)
The Lemonade Stand (Unit 7, Benchmark LR)
Our Money (Unit 1, Benchmark LR)
Poetry: Needs and Wants
sskinder.wikispaces.com/file/view/KSSNeedsWantsPoem.doc
Suggested Texts
Dollars and Cents (Unit 7, Benchmark LR)
All Work No Play (Unit 9 Benchmark LR)
Jobs at School (Unit 10, Benchmark LR)
The Telephone (Unit 5, RS Below LR)
Pumpkins and Apples (Unit 5, RS On-Level Reader)
(Additional suggested titles about needs and wants may be found in
your school or local library and may be used at your discretion)
P a g e | 18

Week 33
Week 34
Week 35
Week 36 & 37
1RI4
1RI9
1RL3
1RL6
Ask and answer questions to help
Identify basic similarities in
Describe the connection
Distinguish between
determine or clarify the meaning
and differences between two
between two individuals,
information provided by
of words and phrases in a text
texts on the same topic
events, ideas, or pieces of
pictures or other
Informational
1RI8
illustrations and
Identify the reasons an author
information provided by
gives to support points in a text
the words in a text
Foundational
Phonological
Awareness
Phoneme Blending
Blend all the sounds in four and
five phoneme with initial and
final blends
Speaking &
Listening
Language
Phoneme Manipulation
deletion, addition,
substitution
Phoneme Blending
phoneme words
Refine and apply learned phonics skills when reading and writing
Phonics
High
Frequency
Words
Narrative/
Informational/
Opinion
Writing

words

Frys list 2F
Frys 2nd 100 words list 2AReview Frys 1st 100 word
large, must, big, even
2F assessment
lists
Review Frys 2nd 100

word list 2A-2F
1W1 Write opinion pieces

1W2 Write informative/explanatory pieces
1W3 Write narrative pieces
1W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in
collaboration with peers
1SL2
Ask and
answer
questions
about key
details in a
text
1SL3
Ask and answer
questions about
what a speaker
says
1L4b
Use frequently occurring affixes as a
clue to the meaning of a word
1SL4
Describe people, places, things,
and events with relevant details,
expressing ideas and feelings
clearly
1SL5
Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thought, and feelings
1L4c
Identify frequently occurring
root words (e.g., look) and their
inflectional forms
1L all
Refine all yearlong standards
P a g e | 19
First Grade Writing Lesson Plans: Week by Week

First Grade Common Core Writing Standards
Text Types and Purposes

ELACC1W1: Write opinion pieces in which they introduce the topic or the name of the book they are writing about, state an opinion,
supply a reason for the opinion, and provide some sense of closure.
ELACC1W2: Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some
sense of closure.
ELACC1W3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what
happened, use temporal words to signal event order, and provide some sense of closure.
Production and Distribution of Writing
ELACC1W5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add
details to strengthen writing as needed.
a. May include oral or written prewriting (graphic organizers).
ELACC1W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in
collaboration with peers.
Research to Build and Present Knowledge
ELACC1W7: Participate in shared research and writing projects (e.g., exploring a number of how-to books on a given topic and use
them to write a sequence of instructions).
ELACC1W8: With guidance and support from adults, recall information from experiences or gather information from provided
sources to answer a question.
P a g e | 20
Week 1
Date
August 11
August 12
August 13
August 14
August 15
Standards
1W5 1L1k
1W5 1L1k
1W5 1L1k
1W5 1L1k
1W5 1L1k
Date
August 18
August 19
August 20
August 21
August 22
Standards
1W5 1L1k
1W5 1L1k
1W5 1L1k
1W5 1L1k
1W5 1L1k
Date
August 25
August 26
August 27
August 28
August 29
Standards
1W5 1L1a
1W5 1L1a
1W5 1L1a
1W5 1L1a
1W5 1L1a
Lesson/Page Number
Making Sense of the Writers Workshop pages 110-11
Making Sense of the Writers Workshop page 112
Week 2
Lesson/Page Number
Week 3
Lesson/Page Number
Week 4
Date
September 1
September 2
September 3
September 4
September 5
Standards
1W5
1W5
1W5
1W5
1L1a
1L1a
1L1a
1L1a
1L2b
1L2b
1L2b
1L2b
Lesson/Page Number
NO SCHOOL
Making Sense of the Writers Workshop pages 128
P a g e | 21
Week 5
Date
September 8
September 9
September 10
September 11
September 12
1W5
1W5
1W5
1W5
1W5
Standards
1L1a 1L2b
1L1a 1L2b
1L1a 1L2b
1L1a 1L2b
1L1a 1L2b
Lesson/Page Number
Week 6
Date
September 15
September 16
September 17
September 18
September 19
Standards
1W5 1L1a 1L2b
1W5 1L1a 1L2b
1W5 1L1a 1L2b
1W5 1L1a 1L2b
1W5 1L1a 1L2b
Lesson/Page Number
Week 7: Narrative
Date
September 22
September 23
September 24
September 25
September 26
Standards
1W5 1L1a 1L2b
1W3 1W5a 1L1a 1L2b
1W3 1W5a 1L1a 1L2b
1W3 1W5a 1L1a 1L2b
1W3 1W5a 1L1a 1L2b
Lesson/Page Number
Benchmark Writers Workshop Unit 2 pages 2-3
Week 8: Narrative
Date
September 29
September 30
October 1
October 2
October 3
1W3
1W3
1W3
1W3
1W3
Standards
1W5a 1L1b
1W5a 1L1b
1W5a 1L1b
1W5a 1L1b
1W5a 1L1b
1L2a
1L2a
1L2a
1L2a
1L2a
Lesson/Page Number
P a g e | 22
Week 9: Narrative
Date
October 6
October 7
October 8
October 9
October 10
1W3
1W3
1W3
1W3
1W3
Standards
1W5a 1L2a
1W5a 1L2a
1W5a 1L2a
1W5a 1L2a
1W5a 1L2a
1L2d
1L2d
1L2d
1L2d
1L2d
Lesson/Page Number
Week 10: Narrative
Date
October 13
October 14
October 15
October 16
October 17
Standards
1W3 1W8 1L1d
1W3 1W8 1L1d
1W3 1W8 1L1d
1W3 1W8 1L1d
1W3 1W8 1L1d
Date
October 20
October 21
October 22
October 23
October 24
Standards
1W3 1W8 1L5d
1W3 1W8 1L5d
1W3 1W8 1L5d
1W3 1W8 1L5d
1W3 1W8 1L5d
Lesson/Page Number
Week 11: Narrative
Lesson/Page Number
Week 12: Narrative
Date
October 27
October 28
October 29
October 30
October 31
Standards
1W3 1W8 1L1f
1W3 1W8 1L1f
1W3 1W8 1L1f
1W3 1W8 1L1f
1W3 1W8 1L1f
Lesson/Page Number
P a g e | 23
Week 13: Narrative

Date
November 3
November 4
November 5
November 6
November 7
Standards
1W3 1W8 1L1e
1W3 1W8 1L1e
1W3 1W8 1L1e
1W3 1W8 1L1e
1W3 1W8 1L1e
Date
November 10
November 11
November 12
November 13
November 14
Standards
1W3 1W8 1L1d
Date
November 17
November 18
November 19
November 20
November 21
Standards
1W3 1W8 1L1d
1W3 1W8 1L1d
1W3 1W8 1L1d
1W3 1W8 1L1d
1W3 1W8 1L1d
Lesson/Page Number
Week 14: Narrative
1W3 1W8 1L1d

1W3 1W8 1L1d
1W3 1W8 1L1d
Lesson/Page Number
NO SCHOOL
Week 15: Narrative
Lesson/Page Number
Teacher selected mini-lesson (based on student need.)
Week 16: Narrative
Date
December 1
December 2
December 3
December 4
December 5
Standard
1W3
1W3
1W3
1W3
1W3
Lesson/Page Number
Students will write the writing narrative performance task.
P a g e | 24
Week 17: Informational

Date
December 8
December 9
December 10
December 11
December 12
Standards
1W2 1W7 1L5a
1W2 1W7 1L5a
1W2 1W7 1L5a
1W2 1W7 1L5a
1W2 1W7 1L5a
Date
December 15
December 16
December 17
December 18
December 19
Standards
1W2 1W7 1L5b
1W2 1W7 1L5b
1W2 1W7 1L5b
1W2 1W7 1L5b
1W2 1W7 1L5b
Date
January 5
January 6
January 7
January 8
January 9
Standards
1W2 1W7 1L5b
1W2 1W7 1L5b
1W2 1W7 1L5b
1W2 1W7 1L5b
1W2 1W7 1L5b
Lesson/Page Number
Lesson/Page Number
Lesson/Page Number
Date
January 12
January 13
January 14
January 15
January 16
Standards
1W2 1W7 1L5c
1W2 1W7 1L5c
1W2 1W7 1L5c
1W2 1W7 1L5c
1W2 1W7 1L5c
Lesson/Page Number
P a g e | 25

Date
January 19
January 20
January 21
January 22
January 23
Standards
1W2
1W2
1W2
1W2
Date
January 26
January 27
January 28
January 29
January 30
Standards
1W2 1W7 1L2e
1W2 1W7 1L2e
1W2 1W7 1L2e
1W2 1W7 1L2e
1W2 1W7 1L2e
Date
February 2
February 3
February 4
February 5
February 6
Standards
1W2 1W7 1L1h
1W2 1W7 1L1h
1W2 1W7 1L1h
1W2 1W7 1L1h
1W2 1W7 1L1h
1W7
1W7
1W7
1W7
1L5c
1L5c
1L5c
1L5c
Lesson/Page Number
NO SCHOOL
Lesson/Page Number
Lesson/Page Number
Date
February 9
February 10
February 11
February 12
February 13
Standards
1W2 1W7 1L1h
1W2 1W7 1L1h
1W2 1W7 1L1h
1W2 1W7 1L1h
1W2 1W7 1L1h
Lesson/Page Number
P a g e | 26

Date
February 16
February 17
February 18
February 19
February 20
Date
February 23
February 24
February 25
February 26
February 27
Date
March 2
March 3
March 4
March 5
March 6
Standard
1W2
1W2
1W2
1W2
1W2
Lesson/Page Number
Students will write the writing informational performance task.
Week 26: Opinion/Book Review

Standard
Lesson/Page Number
1W1 1W6 1L1g&j
1W1 1W6 1L1g&j
1W1 1W6 1L1g&j
1W1 1W6 1L1g&j
1W1 1W6 1L1g&j
1W1
1W1
1W1
1W1
1W1

Standard
Lesson/Page Number
1W6 1L1g&j
1W6 1L1g&j
1W6 1L1g&j
1W6 1L1g&j
1W6 1L1g&j
Date
March 9
March 10
March 11
March 12
March 13
1W1
1W1
1W1
1W1
1W1
Standard
1W6 1L1i
1W6 1L1i
1W6 1L1i
1W6 1L1i
1W6 1L1i
1L4a
1L4a
1L4a
1L4a
1L4a
Lesson/Page Number
P a g e | 27

Date
March 16
March 17
March 18
March 19
March 20
Date
March 23
March 24
March 25
March 26
March 27
1W1
1W1
1W1
1W1
1W1
Standards
1W6 1L1g
1W6 1L1g
1W6 1L1g
1W6 1L1g
1W6 1L1g
1L2c
1L2c
1L2c
1L2c
1L2c
Lesson/Page Number

Standards
Lesson/Page Number
1W1 1W6 1L6
1W1 1W6 1L6
1W1 1W6 1L6
1W1 1W6 1L6
1W1 1W6 1L6
Date
March 30
March 31
April 1
April 2
April 3
Standard
1W1
1W1
1W1
1W1
Lesson/Page Number
Students will write the writing opinion performance task.
NO SCHOOL
Week 32: Journals
Date
April 13
April 14
April 15
April 16
April 17
Standards
1W7
1W7
1W7
1W7
1L4b
1L4b
1L4b
1L4b
1L4C
1L4C
1L4C
1L4C
Lesson/Page Number
NO SCHOOL
P a g e | 28
Week 33: Journals

Date
April 20
April 21
April 22
April 23
April 24
Standards
1W7 1L4b 1L4C
1W7 1L4b 1L4C
1W7 1L4b 1L4C
1W7 1L4b 1L4C
1W7 1L4b 1L4C
Date
April 27
April 28
April 29
April 30
May 1
Standards
1W7 1L4b 1L4C
1W7 1L4b 1L4C
1W7 1L4b 1L4C
1W7 1L4b 1L4C
1W7 1L4b 1L4C
Date
May 4
May 5
May 6
May 7
May 8
Standards
1W7 1L
1W7 1L
1W7 1L
1W7 1L
1W7 1L
Lesson/Page Number
Week 34: Journals
Lesson/Page Number
Week 35: Journals
Lesson/Page Number
Week 36: Journals
Date
May 11
May 12
May 13
May 14
May 15
Standards
1W7 1L
1W7 1L
1W7 1L
1W7 1L
1W7 1L
Lesson/Page Number
P a g e | 29
Week 37: Journals

Date
May 18
May 19
May 20
May 21
May 22
Standards
1W7 1L
1W7 1L
1W7 1L
1W7 1L
1W7 1L
Lesson/Page Number
P a g e | 30
Backward Design for Narrative Performance Task 1
Week 8
Week 9
Week
10
Mini Lessons
Share literary texts and define the character through think alouds.
Discuss traits of a character; how they look, feel, act, etc.
Introduce the Details/Inference/Explanation chart and record character traits on
the anchor chart
Explain to students that in several weeks, they will be completing one of these
graphic organizers by themselves.
Introduce and briefly discuss anchor charts: Narrative Graphic Organizer.
Introduce the rubric: What is a rubric? What is its purpose? How can it help us show
what we know and how to improve? (anchor chart)
Guided Practice
Students complete character graphic organizer in small groups, with a partner, or
independently as teacher models.
Teacher provides immediate feedback.
Independent Practice
Students will draw their own illustrations to describe characters.
Mini Lessons
Share literary texts aloud; Record details on Details/Inference/Explanation chart
Refine character traits (how they look, feel, act) through think alouds.
Demonstrate and discuss how to complete the character part on the graphic
organizer.
Discuss rubric anchor chart: What does proficient mean? How can we strive to be
proficient? (Show proficient on rubric, explain if you work your hardest and it is not
proficient, we will work together to improve, etc.)
Guided Practice
Read leveled readers; Record details about text on Details/Inference/Explanation
graphic organizer
Students complete character graphic organizer in small groups, with a partner, or
Read independent-level texts; Record details about text on Details/Inference/
Explanation graphic organizer.
Complete character part of Narrative Graphic Organizer.
Mini Lessons
Share a literary read aloud. Details/Inference/Explanation chart make
inferences(infer what character is like in the future, when a fairy gives him/her a
wish, how the character would change if this happened, various inference
situations)
Define setting (where and when a story takes place) through think alouds.
Discuss different type of settings and how the setting affects the story. (anchor
chart)
Demonstrate and discuss how the characters make connections with their setting.
Demonstrate and discuss how to complete the setting part of the narrative graphic
organizer.
TH/F Introduce Connections rubric How do I develop my real-world connections
P a g e | 31
and inferences?
Proficient/not proficient discuss an example of inference that is proficient and one
that is not, why/why not? How to improve not proficient?
Guided Practice
Students complete setting graphic organizer in small groups, with a partner, or
Read leveled readers; Record details about text on Details/Inference/Explanation
graphic organizer; Add inferences
Explanation graphic organizer (Some students may be ready to add inferences to
their graphic organizers.)
Complete character and setting parts of narrative elements graphic organizer.
Mini Lessons
Share literary read alouds. Make inferences and explain inferences.
Revisit Details/Inference chart; add Explanation column to explain inferences
(several modeled examples)
Define plot (beginning, middle, and end) through think alouds.
Create beginning, middle, and end anchor chart, including temporal words
Demonstrate and discuss how to complete the beginning, middle, and end sections
of the narrative graphic organizer.
Introduce Thinking rubric How do I explain my inferences?
Week 11
Proficient/not proficient discuss an example of inference that is proficient and one
that is not, why/why not? How to improve not proficient?
Guided Practice
Leveled readers; Record details about text on Details/Inference/Explanation graphic
organizer; add/explain inferences as teacher models.
Complete narrative elements graphic organizer.
Explanation graphic organizer; add inferences (Some students may be ready to add
explanations to their graphic organizers.)
Mini Lessons
Share literary read alouds.
Refine plot (beginning, middle, and end) through think alouds.
Make and explain inferences
Teacher models how to use Details/Inference/Explanation graphic organizers to
draft a product by using beginning, middle, and end graphic organizer.
Week Guided Practice
12
Leveled readers; Record details about text on Details/Inference/Explanation graphic
organizer; add/explain inferences as teacher models.
Use narrative graphic organizer to draft a product.
Explanation graphic organizer; add/explain inferences (Some students may be ready
to use their graphic organizers to begin drafting a product.)
Week Mini Lessons
P a g e | 32
13
Week
14
Week
15
Share read alouds.

Complete narrative graphic organizer and shared writing.
Score shared writing using rubric.
Use new narratives and highlight aspects of connections (Where are inferences and
real world connections?)
Use new narratives and highlight aspects of thinking (Where are explanations of
inferences?)
(Making sure what is in graphic organizer/planning makes its presence in the
writing)
Guided Practice
Use graphic organizers to plan and begin drafting as teacher models.
Explanation graphic organizer; add/explain inferences (Some students may be ready
to use their graphic organizers to begin drafting a product.)
Mini Lessons
Share read alouds.
Introduce rubric Product: Organization
Proficient/not proficient organization examples
Plan to improve, revise
Introduce rubric Product: Clear Controlling Idea and Details
Revisit new narratives and model highlighting clear controlling idea in one color and
details in another
Model adding more details to narrative
Guided Practice
Conference: Use student writing samples to highlight evidence of connections and
thinking in product; guided evaluation using rubric (highlight aspects on rubric).
Students score their writings using the rubric.
Explanation graphic organizer; add/explain inferences.
Use narrative graphic organizers to draft narrative pieces.
Mini Lessons
Share read alouds.
Introduce rubric Product: Engaging audience
Read alouds for voice, create anchor charts (writing)
Read alouds for engaging word choice, create anchor charts (writing)
Revisit new narratives and model finding two or three places to improve voice/word
choice, revise.
Introduce rubric Product: create Mechanics checklist to use in editing narrative
pieces, why important?
Use new narrative samples and model using mechanics checklist to edit
Guided Practice
P a g e | 33

Create a plan of improvement on one aspect of the rubric.
Guided revision of writing based on plan of improvement.
Writing, scoring, and revising narrative writings.
P a g e | 34
Details from Text
Inference
Explanation
P a g e | 35
P a g e | 36
Grade 1 ELA Performance Task 1 Narrative

Teacher Instruction Page
Common Core Georgia Performance Standards
ELACC1RL1 Ask and answer questions about key details in a text
ELACC1RL2 Retell stories, including key details, and demonstrate understanding of their central
message or lesson
ELACC1RL3 Describe characters, settings, and major events in a story, using key details
ELACC1W3 Write narratives in which they recount two or more appropriately sequenced events,
include some details regarding what happened, use temporal words to signal event order, and provide
some sense of closure
ELACC1L2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing
ELACC1L6 Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using frequently occurring conjunctions to signal simple relationships
Task Notes
Prior to completing this task, teachers should use similar tasks throughout the nine week period to
familiarize students with the use of graphic organizers and the student rubric. This will help
students to be able to use graphic organizers and the student rubric independently for the
performance task.
In order to truly measure reading comprehension, the text used for this task, Going Fishing may not
be introduced or read prior to completing the performance task.
If students are unable to read the text, the teacher cannot read it to them, but students may use the
illustrations to gain an understanding of the story in order to complete the task.
The task may take more than one day for students to complete, but should not replace ELA/Reading
instruction and ongoing skills as it is designed for students to complete independently (station).
Instructions: Must be completed and scored by December 5, 2014.
1. The teacher will read and explain the student rubric aloud to the students.
2. The students will independently read decodable reader 13, Going Fishing.
3. The students will independently complete a graphic organizer of their choice to generate ideas to
write a narrative.
4. The students will then write a narrative continuing the story Going Fishing. What will Tad and his
family do after they leave the pond? Students must use narrative elements (e.g. recounting two or
more sequenced events, details, beginning, middle, end) in their product.
5. The student will self-assess while the teacher explains each element of the rubric.
6. The teacher will conference with each pupil to discuss the student rubric.
How to use the Teacher Rubric
The teacher will assess the final student writing product using the Language Arts Process Rubric.
The student assessment of product part of the teacher rubric uses the completed student
assessment.
Resources
Student ELA task booklet
Reading Street Decodable Reader 13 Going Fishing
P a g e | 37
Grade 1 ELA Performance Task 1 Narrative

Narrative Writing Product
What will Tad and his family do after they leave the pond? Explain your thinking.
P a g e | 38
Name:
Task: NARRATIVE
Language Arts First Grade Student Rubric
Not Evident
Emerging
Proficient
Exemplary
Connections
Thinking
Product
Why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Next steps
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
P a g e | 39
Name:
Task: NARRATIVE
Language Arts Process Rubric
Not Evident
Emerging
Connections
Develops no
inferences or real
world connections
Develops limited or
below grade level
inferences and real
world connections
Thinking
No explanation of
inferences
Limited explanation
of inferences
Ineffective
organization
Evidence of
organization
Product
Proficient
Exemplary
Develops grade level

Extends grade level
appropriate,
appropriate, defensible
defensible inferences inferences, and real
and real world
world connections to
connections
an unfamiliar context
Explanation of
inferences makes
sense in context of
product
Explanation of
inferences shows
multiple ways of
thinking
Effective organization Effective organization
No controlling idea
and/or supporting
details
Minimal or partially
Clear controlling idea
developed controlling
and supporting
idea and supporting
evidence
details
No engagement of
audience, voice and
word choice
Little engagement of
audience, voice and
word choice
Engages audience
through voice and
word choice
Well-developed
controlling idea and
detailed supporting
evidence
Engages and connects
audiences prior
knowledge through
voice and word choice
Few errors or no
Frequent errors in
Some errors in
Few errors or no errors
errors in sentence
sentence formation, sentence formation,
in sentence formation,
formation, usage, and
usage, and mechanics usage, and mechanics
usage, and mechanics
mechanics
Uses a student rubric
to accurately record
scores in connections,
Uses a student rubric Uses a student rubric thinking, and products
to record scores in
with appropriate
to record scores in
to record scores in
connections,
Student
connections, thinking, connections, thinking, rational and plan for
thinking, and
improvement
Assessment products with no or and products with a and products with
partially appropriate appropriate rationale
of Product
an inappropriate
Student assessment
rationale and plan for
and plan for
matches teacher
improvement
improvement
improvement
assessment reflecting
similar rationale and
plan for improvement
P a g e | 40
Writing Rubric
First Grade Narrative
One additional narrative of the teachers choice for the first nine weeks should be written and scored using this rubric.
This narrative should be placed in the ELA/Writing Folder.
Ideas
Expectations
Not Met
o No character, setting, or
plot is evident.
o No story is told.
o Story stages not evident.

o Sentences are in random
Organization
order.
Style
o Sentences are repeated.

o Sentences are incomplete
or do not make sense.
o Words are repeated.
Approaching
Expectations
o There is evidence of a story
map to plan ideas.
o Two of the three elements
(character, plot, and
setting) are evident.
Meets
Expectations
o Student creates a
character, setting, and
plot.
o Focus is on telling a story
with a point.
o Student has 2 of the 3 story

stages (beginning, middle,
and end).
o Begins to hold the readers
attention.
o Many sentences begin the
same way.
o All simple sentences are
used.
o Few interesting words are
used.
o Student has a beginning,

middle, and end.
o Most sentences flow in
order.
o Most sentences begin in

different ways.
o Some strong colorful
parts of speech are used.
o
o
o
o
o
Conventions
o Errors prevent
understanding, may
include:
illegible handwriting
inadequate spacing
No capitalization
Spelling errors
o Paper has numerous errors

in capitalization, spelling,
and/or punctuation.
o Errors interfere with
meaning.
o Paper has few errors in

capitalization and
punctuation.
o High frequency spelling
words are spelled
correctly.
o Errors do not interfere
with meaning of the
writing.
o
o
o
Exceeds
Expectations
Student tells a clear story
with characters that have
motives.
Setting is well developed.
There is a problem to be
solved or a challenge to
overcome.
Student has a clear
beginning, middle, and
ending.
Events of plot flow in a
sequential order.
Variety of sentence
structure is used
(simple/complex/
compound).
Creative words, expressive
language is evident.
Evidence of awareness of
audience.
Paper is free of spelling,
punctuation, and
capitalization errors.
Subjects and verbs agree.
Writer utilizes more
complex punctuation
and/or vocabulary.
P a g e | 41
Backward Design for Informational Performance Task 2
Week
17
Week
18
Week
19
Week
20
Mini Lessons (Teacher)

Share informational text aloud; Record facts about text on Facts/Inference/
Define main idea/topic through think alouds.
Guided Practice (Students with teacher guidance)
Leveled readers; Record facts about text on Facts/Inference/Explanation graphic
organizer.
Independent Practice (Students)
Use illustrations to state what the story is about.
Mini Lessons
Share informational text aloud; Record inferences on Facts/Inference/Explanation
graphic organizer.
Use illustrations and other text features to identify what the text is mostly about
(making a connection to main idea/topic).
Refine main idea through think alouds.
Guided Practice
Leveled readers; Record inferences about text on Facts/Inference/Explanation
graphic organizer.
Read independent-level texts; Record facts about text on Facts/Inference/
Identify the main idea in a text.
Mini Lessons
Share informational text aloud; Record inferences on Facts/Inference/Explanation
graphic organizer.
Demonstrate and discuss how to complete the main idea part of the Topic/Facts
graphic organizer.
Rubric: connections, using examples from graphic organizer (to make sure
foundation is present to show up in product).
Guided Practice
Leveled Readers; Record inferences about text on Facts/Inference/Explanation
graphic organizer.
Students complete topic part of Topic/Facts graphic organizer in small groups,
with a partner, or independently.
Explanation graphic organizer (Some students may be ready to add inferences to
their graphic organizers).
Mini Lessons
Share informational text aloud; Record explanations on Facts/Inference/
Define supporting details/facts through think alouds.
Rubric: Thinking
Guided Practice
Leveled readers; record explanations on Facts/Inference/Explanation graphic
P a g e | 42
Week
21
Week
22
Week
23/24
organizer.
Students identify main idea/topic and supporting details/facts in small groups,
Explanation graphic organizer; add inferences (Some students may be ready to
add explanations to their graphic organizers.)
Mini Lessons
Share informational text aloud; Record facts, inferences, and explanations on
Facts/ Inference/Explanation graphic organizer.
Demonstrate and discuss how to complete the facts part of the main Topic/Facts
graphic organizer.
Teacher models how to use facts/inference/explanation graphic organizers to draft
a product by using the main idea/supporting details graphic organizer.
Guided Practice
Leveled readers; Record facts, inferences, explanations on Facts/Inference/
Students complete facts part of Topic/Facts graphic organizer in small groups,
Explanation graphic organizer; add/explain inferences and explanations.
Complete the supporting details part of the Topic/Facts graphic organizer.
Mini Lessons
Share informational text aloud; Record facts, inferences, and explanations on
Facts/ Inference/Explanation graphic organizer.
Complete Topic/Facts graphic organizer and shared writing.
Score shared writing using the rubric.
Model highlighting connections in product draft.
Model highlighting thinking in product draft.
Guided Practice
Use graphic organizers to plan and begin drafting.
Highlight connections in product draft.
Highlight thinking in product draft.
Read independent-level texts; Record facts about text on. Facts/Inference/
Explanation graphic organizer; add/explain inferences
Complete the Topic/Facts graphic organizer and begin drafting.
Mini Lessons
Share informational text aloud.
Teacher models using graphic organizer to draft product.
Use all parts of rubric to evaluate second product (highlight evidence) one piece
a day, create plan for improvement, revise product.
Guided Practice
P a g e | 43

Explanation graphic organizer; add/explain inferences.
Use the Topic/Facts graphic organizer to draft informational writing.
P a g e | 44
Fact from Text
Inference
Explanation
P a g e | 45
Grade 1 ELA Performance Task 2 Informational

ELACC1RI7 Use illustrations and details in a text to describe its key details
ELACC1RI10 With prompting and support, read informational texts appropriately complex for
grade 1
ELACC1W2 Write informative/ explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure
ELACC1W7 Participate in shared research and writing projects (e.g., exploring a number of howto books on a given topic and use them to write a sequence of instructions)
ELACC1L1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking
Task Notes
Prior to completing this task, teachers should use similar tasks throughout the nine week period
to familiarize students with graphic organizers and the student rubric. This will help students to
be able to use a graphic organizer of their choice and the student rubric independently for the
performance task.
In order to truly measure reading comprehension, the text used for this task, We Use Honey,
may not be introduced or read prior to completing the performance task.
If students are unable to read the text, the teacher cannot read it to them, but they may use the
The task may take more than one day for students to complete, but should not replace ELA/
Reading instruction and ongoing skills as it is designed for students to complete independently
(station).
Instructions: Must be completed and scored by February 20, 2015.
2. The students will independently read the leveled reader, We Use Honey.
3. The students must independently complete a graphic organizer of their choice to generate
ideas to write an informative writing piece.
4. The students will then write an informative/explanatory product to kindergartners telling about
three ways that honey is used and why these ways are important. The students must use
informative/explanatory elements in their writing product (e.g. name the topic, give facts about
the topic, and provide a closure).
6. The teacher conferences with each pupil to discuss the student rubric.
The teacher will assess the final student writing product using the Language Arts Process
Rubric.
assessment.
Resources
Reading Street Leveled Reader We Use Honey
P a g e | 46
Grade 1 ELA Performance Task 2 Informational

Writing Product
Write an informational piece to kindergartners about three ways honey is used.
Explain why these ways are important.
P a g e | 47
Name:
Task: INFORMATIONAL
Not Evident
Emerging
Proficient
Exemplary
Connections
Thinking
Product
Why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
Next steps
______________________________________________________________
______________________________________________________________
______________________________________________________________
P a g e | 48
Name:
Task: INFORMATIONAL
Not Evident
Connections
Thinking
Emerging
Proficient
Develops grade
Develops limited or level
Develops no
appropriate,
below grade level
inferences or real inferences
defensible
and real inferences and real
world connections world connections
world connections
Exemplary
Extends grade level
appropriate,
defensible
inferences, and real
No explanation of
inferences
Limited
explanation of
inferences
Explanation of
inferences makes
sense in context of
product
Explanation of
inferences shows
multiple ways of
thinking
Ineffective
organization
Evidence of
organization
Effective
organization
Effective
organization
Well-developed
No controlling idea
Clear
controlling
developed
idea and supporting
and/or supporting
detailed supporting
evidence
details
supporting details
evidence
Product
Student
Assessment
of Product
Engages and
No engagement of Little engagement of Engages audience connects audiences
audience, voice and audience, voice and through voice and
prior knowledge
word choice
word choice
word choice
through voice and
word choice
Frequent errors in
Some errors in
Few errors or no
Few errors or no
sentence
sentence formation, errors in sentence errors in sentence
formation, usage,
usage, and
formation, usage,
formation, usage,
and mechanics
mechanics
and mechanics
and mechanics
Uses a student
Uses a student
rubric
to record
rubric to record
scores
in
scores in
connections,
connections,
thinking, and
thinking, and
products
with a
products with no or
partially
an inappropriate
appropriate
rationale and plan rationale
and plan
for improvement
for improvement

scores in
connections,
thinking, and
products with
appropriate rational
and plan for
improvement
Uses a student
rubric to record
scores in
connections,
thinking, and
products with
appropriate
Student assessment
rationale and plan
matches teacher
for improvement assessment reflecting
plan for
improvement
P a g e | 49
Writing Rubric
First Grade Informational
One additional informational writing piece of the teachers choice for the second nine weeks should be written and scored using this rubric.
This informational writing piece should be placed in the ELA/Writing Folder.
Expectations
Not Met
Ideas
o Topic is not clear.

o Details are unrelated to the
topic.
o No topic sentence.
o Less than 2 detail
sentences.
o No variety or descriptive
language used.
Organization
o No concluding sentence.
Style
Conventions
o No title for article.

o Words are repeated.
o Facts are unrelated to the
topic.
o Illegible handwriting,
spacing between words,
and/or spelling errors
make the piece difficult to
understand.
o Little to no use of
capitalization or
punctuation.
o Sentences are incomplete.
Approaching
Expectations
Meets
Expectations
Exceeds
Expectations
o Topic is somewhat clear.

o 1 to 2 details are given.
o Details may or may not
support the topic.
o Topic is clear.
o 2 to 3 details that support
the topic.
o Topic sentence may or may

not be present.
o Detail sentence have
repetitive sentence stems.
o Concluding sentence may
or may not be present.
o Topic sentences and detail

sentences may be simple
but show variety.
o Concluding sentence is
present.
transitional words.
o Student writes complete

sentences.
describing words and
strong verbs.
o No title present.
o Many errors in sentence
structure.
o Errors make the piece
difficult to understand.
o Capitalization and
punctuation errors
frequent.
o Sentence structure is
basically complete.
o Student uses words that

enhance meaning.
o Student uses some strong
verbs and adjectives to
write complete sentences.
o Student may have a title.
complete.
punctuation errors are
few.
o Spelling, capitalization,
and punctuation do not
interfere with the
meaning.
o Topic is clear and well

written.
o 3 or more details are present.
o Details clearly support the
topic.
o Topic sentence and detail
sentences are complex and
show variety.
o Descriptive language is
evident.
o Transitional words may be
used.
o Concluding sentence is
present.
o Student uses words that
enhance meaning.
o Student uses strong verbs.
o Writing has a main idea title.
o Student uses a variety of
adjectives.
o Student has no errors in
capitalization, punctuation,
or spelling.
o Subjects and verbs agree.
o Writer may utilize more
complex punctuation.
complete.
P a g e | 50
Backward Design for Opinion Performance Task 3
Week
26
Week
27
Week
28
Week
29
Mini Lessons
Share opinion texts aloud.
Define opinions through think alouds.
Use illustrations and other text features to identify the topic and authors opinion.
Guided Practice
Read leveled readers.
Identify topic and authors opinion.
Choose a topic and state opinion on it.
Mini Lessons
Share opinion text aloud.
Use text to identify the topic and authors opinion.
Refine opinions through think alouds.
Demonstrate and discuss how to complete the opinion part on the opinion graphic
organizer.
Guided Practice
Students complete opinion part of the opinion graphic organizer in small groups,
Read independent-level texts.
Complete opinion part of the opinion graphic organizer.
Mini Lessons
Use text to identify the authors opinions and supporting reasons which support
the opinion and topic.
Demonstrate and discuss how to complete the reason part of the opinion graphic
organizer.
Rubric: connections, using examples from graphic organizer (to make sure
foundation is present to show up in product).
Guided Practice
Students complete reason part of the opinion graphic organizer in small groups,
Complete reason part of the opinion graphic organizer.
Mini Lessons
Complete opinion graphic organizer and shared writing.
Score shared writing using the rubric.
Model highlighting connections in product draft.
P a g e | 51
Week
30
Model highlighting thinking in product draft.

Guided Practice
Complete the opinion graphic organizer and begin drafting.
Mini Lessons
Teacher models using graphic organizer to draft product.
Use all parts of rubric to evaluate second product (highlight evidence) one piece
a day, create plan for improvement, revise product.
Guided Practice
Use the graphic organizer to draft opinion writing.
Students score their writings using the rubric
Use the opinion graphic organizer to draft opinion writing.
Writing, scoring, and revising narrative writings.
P a g e | 52
Opinion Graphic Organizer

Topic: _____________________________________________
State Your Opinion
First Reason
Second Reason
Third Reason
Concluding Sentence
P a g e | 53
Grade 1 ELA Performance Task 3 Opinion

ELACC1W1 Write opinion pieces in which they introduce the topic or the name of the book they
are writing about, state an opinion, supply a reason for the opinion, and provide some sense of
closure
ELACC1RI8 Identify the reasons an author gives to support points in a text
ELACC1I10 With prompting and support, read informational texts appropriately complex for
grade 1
Task Notes
Prior to completing this task, teachers should use similar tasks throughout the nine week period
to familiarize students with graphic organizers and the student rubric. This will help students to
be able to use a graphic organizer of their choice and the student rubric independently for the
performance task.
In order to truly measure reading comprehension, the text used for this task, The New Park may
not be introduced or read prior to completing the performance task.
If students are unable to read the text, the teacher cannot read it to them, but they may use the
The task may take more than one day for students to complete, but should not replace
ELA/Reading instruction and ongoing skills as it is designed for students to complete
independently (station).
Instructions: Must be completed and scored by April 2, 2015.
2. The students will independently read The New Park.
3. The students must independently complete a graphic organizer of their choice to generate
ideas to write an opinion piece of writing.
4. The students will then write an opinion piece convincing the people in their neighborhood to
build a new park. The students must use opinion elements (e.g. introduce topic, state opinion,
give reasons, etc.). Remind students to explain their thinking (why each reason is important in
to their community.)
6. The teacher conferences with each pupil to discuss the student rubric.
The teacher will assess the final student writing product using the Language Arts Process
Rubric.
assessment.
Resources
Reading Street Leveled Reader The New Park
P a g e | 54
Grade 1 ELA Performance Task Opinion

Writing Product
Write an opinion piece convincing the people in your neighborhood to build a new park. Be sure to explain
your thinking.
P a g e | 55
Name:
Task: OPINION
Not Evident
Emerging
Proficient
Exemplary
Connections
Thinking
Product
Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Next steps
________________________________________________________________
________________________________________________________________
________________________________________________________________
P a g e | 56
Name:
Task: OPINION
Not Evident
Emerging
Connections
Develops no
inferences or real
world connections
Develops limited or
below grade level
inferences and real
world connections
Thinking
No explanation of
inferences
Limited explanation
of inferences
Ineffective
organization
Evidence of
organization
Product
Proficient
Exemplary
Develops grade level

Extends grade level
appropriate,
appropriate, defensible
defensible inferences inferences, and real
and real world
connections
Explanation of
inferences makes
sense in context of
product
Explanation of
inferences shows
multiple ways of
thinking
Effective organization Effective organization
No controlling idea
and/or supporting
details
Clear controlling idea
developed controlling
and supporting
idea and supporting
evidence
details
No engagement of
audience, voice and
word choice
Little engagement of
audience, voice and
word choice
Engages audience
through voice and
word choice
Well-developed
detailed supporting
evidence
Engages and connects
audiences prior
knowledge through
voice and word choice
Few errors or no
Frequent errors in
Some errors in
Few errors or no errors
errors in sentence
sentence formation, sentence formation,
in sentence formation,
formation, usage, and
usage, and mechanics usage, and mechanics
usage, and mechanics
mechanics
scores in connections,
Uses a student rubric Uses a student rubric thinking, and products
to record scores in
with appropriate
to record scores in
to record scores in
connections,
Student
connections, thinking, connections, thinking, rational and plan for
thinking, and
improvement
Assessment products with no or and products with a and products with
partially appropriate appropriate rationale
of Product
an inappropriate
Student assessment
and plan for
matches teacher
improvement
improvement
improvement
assessment reflecting
plan for improvement
P a g e | 57
Writing Rubric
First Grade Opinion
One additional opinion writing of the teachers choice for the second nine weeks should be written and scored using this rubric.
This opinion writing should be placed in the ELA/Writing Folder.
Ideas
Organization
Expectations
Not Met
o Only a statement of
position is given with no
supporting reasons.
Approaching
Expectations
o Student states a position
and gives 1 supporting
reason for that point of
view.
o Sentences are random and o Student states a point of
unrelated to the stated
view but supporting
point of view.
sentences do not fully
support the point of view.
o
o
o
Style
Conventions
o Student repeats many

words and thoughts.
o Student does not hold
readers attention.
o Sentences do not fit the
purpose.
o Illegible handwriting,
spacing between words,
and/or spelling errors
make the piece difficult to
understand.
capitalization or
punctuation.
o Sentences are incomplete.
o Student sometimes holds

readers attention with
little or no use of creative
words.
o Sentences sometimes fit
the purpose.
o Many errors in sentence
structure.
o Errors make the piece
difficult to understand.
frequent.
o
o
o
o
o
o
o
Meets
Expectations
Student chooses a point of
view and writes 2
supporting reasons for
that point of view.
Complete sentences are
written.
Sentences are in a
sequential order to tie
thoughts together.
Sentences do not convince
the reader toward a
position.
Student holds readers
attention.
Sentences consistently fit
the purpose.
Some creative words are
used.
Sentence structure is
complete.
High frequency words are
spelled correctly.
Capitalization and
few.
Spelling, capitalization,
and punctuation do not
interfere with the
meaning.
o
o
o
Exceeds
Expectations
Students position is clearly
stated and 3 or more
supporting reasons are
given for that point of view.
Complete sentences are
written.
Sentences are in a
sequential order to tie
thoughts together.
Sentences do not convince
the reader toward a position
o Writing has a strong lead,

natural effective transitions,
a smooth flow to a point of
view and a conclusion.
o Student has no errors in
capitalization, punctuation,
or spelling.
o Subjects and verbs agree.
o Writer may utilize more
complex punctuation.
P a g e | 58
Pyramid of Intervention for English

Assessment Resources:
Language Arts
Suggested Instructional
Strategies for Tier I
English Language Arts
Instruction:
Universal Screeners:
Screener
K-3
DIBELS
4-9
Easy
CBM
Progress
Monitoring
DIBELS
Tier 4 - Special Education
Grade
Easy CBM
Student English Language Arts

Portfolio:
Student English Language

Arts folder
District Performance Tasks
Assessment Scores
SST Driven Instruction
Small Group (no more than 5 students)
Fact Fluency Assessments grade

level appropriate
K 5th
Tier 3
3rd 8th
My Sidewalks, Start Up,

Build Up, Spiral Up
(Individually Based)
REACH
Progress Monitoring at least weekly
DATA DRIVEN TARGETED INSTRUCTION
Small Group (no more than 10 students)
K-5 (Individually
S
Tier 2
Assigned/Needs Based)
Destination Reading, Start Up,
Build Up, Spiral Up, My Sidewalks
K-3 Reading Scope and
Sequence Activities
K & 1 95 Percent Activities
K-1 Road to the Code,
Phonological Awareness for Young
Children, Wireless Generation
Activities
6-8 (Individually
9-12
Assigned/Needs
Based)
Destination
Reading
Strategies from
Lexile in Action
REACH
Teacher Guidance
Document
Strategies
(Individually
Assigned/Needs
Based)
Strategies from
Lexile in Action
Teacher
Guidance
Document
Strategies
Graphic Organizers
Review of prior
reading, writing, and
English concepts
(includes spiraling
lessons and
homework)
Strategy instruction
(includes teacher
modeling; thinkaloud models and
reading instructional
strategies
Manipulatives
(Elkonin Boxes,
plastic letters, letter
cards, etc.)
Cooperative learning
(includes smallgroup instruction;
teaming; peerassisted tutoring)
Goal setting/structure
Scaffolding (includes
guided teacher
practice and
questioning)
Simulations
(includes roleplaying or acting out
of reading or
literature works)
Computer-assisted
instruction
Progress Monitoring at least bi-weekly
*STANDARDS-BASED ENGLISH LANGUAGE ARTS INSTRUCTION

K 5th
Tier 1
6th 8th
9th 12th
Richmond County School System
CCGPS Teacher Guidance Documents and Resources

Pearson Reading Street Basel Series
Destination Reading Software
RCSS Reading Scope and Sequence Activities
Prentice Hall Literature Series
Destination Reading
Georgia Virtual School Modules
EMC Mirrors and Windows Literature Series
Georgia Virtual School Modules
July 2014

2014-2015 ELA First Grade Teacher Guidance Document

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2014-2015 ELA First Grade Teacher Guidance Document

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2014-2015 English Language Arts

TEACHER GUIDANCE DOCUMENTS

The mission of Richmond County School System

2014-15 English Language Arts

Unit Designs/Curriculum Maps

Writing Lesson Plans-Weeks 1-37

Narrative Performance Task 1 (Due December 5, 2014)

Informational Performance Task 2 (Due February 20, 2015)

Opinion Performance Task 3 (Due April 12, 2015)

Additional Lesson Plan Ideas & Resources by Standard on eChalk

Sample Daily Schedule

Whole Group-Performance Task

(Teacher models standards in the performance task.)

(Teacher models the writing standard.)

(Students practice, teacher conferences and assists.)

Intervention 30 minutes (outside the Reading block)

Unit Essential Questions

Required and Suggested Literature: Connection - Animals

Unit 1 Curriculum Map

Review all letter sounds

Sight word review

Sight word review

Segmentation and Syllable

1SL5 Add drawings or other visual displays to descriptions when

Review nouns and verbs

Unit Essential Questions

Required and Suggested Literature: Connection - Animals

Unit 2 Curriculum Map

The Backward Design daily mini-lessons and narrative writing continues

Unit Essential Questions

Required and Suggested Literature: Connection Changes

Unit 3 Curriculum Map

The Backward Design daily mini-lessons and narrative writing continues

Unit Essential Questions

Required and Suggested Literature: Connection Changes

Unit 4 Curriculum Map

Distinguish long from

Distinguish long from short

Distinguish long from short

1W3 Write narratives

1W3 Write narratives

1W2 Write informative/explanatory texts in which they name a

Review previously taught

The Backward Design daily mini-lessons and informational writing continues

Unit Essential Questions

Required and Suggested Literature: Connection Communities

Unit 5 Curriculum Map

Distinguish long from

Phoneme Blending Blend

Phoneme Blending Blend

Y as a vowel (when it makes the

Students should be able to fluently reading text

The Backward Design daily mini-lessons and informational writing continues

Unit Essential Questions

Required and Suggested Literature: Connection Communities

Unit 6 Curriculum Map

Phoneme Blending Blend

Decode twosyllable words

Students should be able to fluently reading text

1W2 Write informative/explanatory texts in which they

Frys list 2C/D

Review Speaking and Listening Standards

1L1g Use frequently

1L1j Produce and expand complete simple and